Reading Grade-Level Comparison Chart

Reading Grade-Level Comparison Chart

Oral reading Fluency

Lexile Level

DRA Level

Grade

WCPM WCPM WCPM Below Grade

Above

Level Precentile Beginning Med. End

Level Grade Level Grade Level Beginning Med. End

Kinder.

A&1 2&3

4

90

81

111

75

47

82

1st

50

23

53

99 & below 100-299 300 & above

6,8 10,12,14 16

25

12

28

10

6

15

90

106

125

142

75

79

100

117

2nd

50

51

72

89 299 & below 300-499 500 & above

18

20,24

28

25

25

42

61

10

11

18

31

90

128

146

162

75

99

120

137

3rd

50

71

92

107 499 & below 500-599 600 & above 28-30

34

38

25

44

62

78

10

21

36

48

90

145

166

180

75

119

139

152

4th

50

94

112

123 599 & below 600-699 700 & above

40-44

25

68

87

98

10

45

61

72

90

166

182

194

75

139

156

168

5th

50

110

127

139 699 & below 700-799 800 & above

50

25

85

99

109

10

61

74

83

90

177

195

204

75

153

167

177

6th

50

127

140

150 799 & below 800-849 850 & above

60

25

98

111

122

10

68

82

93

90

180

195

202

75

156

165

177

7th

50

128

136

150 849 & below 850-899 900 & above

70

25

102

109

123

10

79

88

98

90

185

199

199

75

161

177

177

8th

50

133

151

151 899 & below 900-99 1000 & above

80

25

106

124

124

10

77

97

97

2006 Hasbrouck & Tindal Oral Reading Fluency Data

Jan Hasbrouck and Gerald Tindal have completed an extensive study of oral reading fluency. The results of their study were published in a technical report entitled, "Oral Reading Fluency: 90 Years of Measurement," which is available on the University of Oregon's website, brt.uoregon.edu/tech_reports.htm, and in The Reading Teacher in 2006 (Hasbrouck, J. & Tindal, G. A. (2006). Oral reading fluency norms: A valuable assessment tool for reading teachers. The Reading Teacher. 59(7), 636-644.). The table below shows the mean oral reading fluency of students in grades 1 through 8 as determined by Hasbrouck and Tindal's data. You can use the information in this table to draw conclusions and make decisions about the oral reading fluency of your students. Students scoring 10 or more words below the 50th percentile using the average score of two unpracticed readings from grade-level materials need a fluencybuilding program. In addition, teachers can use the table to set the long-term fluency goals for their struggling readers. Average weekly improvement is the average words per week growth you can expect from a student. It was calculated by subtracting the fall score from the spring score and dividing the difference by 32, the typical number of weeks between the fall and spring assessments. For grade 1, since there is no fall assessment, the average weekly improvement was calculated by subtracting the winter score from the spring score and dividing the difference by 16, the typical number of weeks between the winter and spring assessments.

Interpreting screening scores using the ORF norms: Grade 1. In general, first-grade students who are reading 40 or more WCPM on unpracticed text passages are by the end of the year at low risk of future reading difficulty, while students below 40 WCPM are at some risk, and students reading below 20 WCPM are at high risk of failure. We recommend following these guidelines for interpreting first-grade scores. research by Good, Simmons, Kame'enui, Kaminski, & Wallin(2002)

Interpreting screening scores using the ORF norms: Grades 2-8. To determine if a student may be having difficulties with reading, the teacher compares the student's WCPM score to the scores from that student's grade level at the closest time period: fall, winter, or spring. On the basis of our field experiences with interpreting ORF screening scores, we recommend that a score falling withing 10 words above or below the 50th percentile should be interpreted as withing the normal, expected, and approriate range for a student at the grade level at that time of year, at least for students in grades 2-8. (source: J. Hasbrouck & G.A. Tindal, The Reading Teacher, April, 2006 )

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